Quality Education Fund Cyber Resource Centre - Dissemination Activities - Effective Learning: An Intervention to Improve Students’ English Writing Competence Through Teaching Self-regulated Reading and Writing Strategies (2 August 2021)

Effective Learning: An Intervention to Improve Students’ English Writing Competence Through Teaching Self-regulated Reading and Writing Strategies (2 August 2021)

QEF now invites Centre for Language Education and Multiliteracies Research, Faculty of Education from The Chinese University of Hong Kong to conduct a sharing on 2 August 2021 (Monday).

“An Intervention to Improve Students’ English Writing Competence Through Teaching Self-regulated Reading and Writing Strategies” was a QEF project conducted from 2018 to 2019. The project aims at promoting English writing competence of students from P.4 – P.6 through self-regulated learning (SRL) with the use of read-to-write strategies and e-learning resources. During the project period, a resource pack with 16 sets of learning and teaching materials was developed to demonstrate how students’ writing competence can be enhanced through the use of self-regulated read-to-write strategies, and e-learning tools or resources.

Project Number	Beneficiary Sector
2017/0236	Primary	English Language Education Effective Learning

Event Details

Date: 2 August 2021 (Monday)

Time: 2:30 p.m. – 4:30 p.m.

Venue: WB, West Block, Education Bureau Kowloon Tong Education Services Centre, 19 Suffolk Road, Kowloon Tong (Kowloon Tong MTR Exit E)

Mode of Activity: Seminar

Target Group: Principals and Teachers from Primary Schools

Program Rundown

Time	Content	Speaker
14:00 - 14:30	Registration	/
14:30 - 14:40	Introduction	Quality Education Fund
14:40 - 15:20	From Reading to Writing: The Project, Strategies and Deliverables Material From Reading to Writing: The Project, Strategies and Deliverables	School Development Officers, Centre for Language Education and Multiliteracies Research, Faculty of Education, CUHK
15:20 - 15:30	Break Time (Participants may visit QEF booth for deliverables selling)
15:30 - 15:55	Sharing of good practices: How to motivate students to write through e-learning tools Material From Reading to Writing: The Project, Strategies and Deliverables	Miss LEE Ka Ying Buddhist Chung Wah Kornhill Primary School
15:55 - 16:20	Sharing of good practices: The recipe for reading and writing with e-learning Material From Reading to Writing: The Project, Strategies and Deliverables	Miss Catherine LO TWGHs Leo Tung-hai LEE Primary School
16:20 - 16:30	Q&A Session	Centre for Language Education and Multiliteracies Research, Faculty of Education, CUHK

Introduction

The project aims at promoting English writing competence of students from P.4-P.6 through self-regulated learning (SRL) with the use of read-to-write strategies and e-learning resources, enhancing teachers' professional development by setting up a community of practice (CoP) and conducting a research to examine the effectiveness of teaching reading and writing in an integrative approach. Participating schools included 5 core schools, 9 partner schools and 12 networking schools.

Overview of Project

The project was conducted from November 2018 to October 2019. During the project period, a variety of activities were organised for schools, teachers, students and parents.

For the 26 participating schools, professional development workshops, on-site lesson co-planning meetings, lesson observations and post-observation feedback sessions were organised. Moreover, lesson demonstration and experience sharing sessions were held to support participating teachers. To share the good practices and disseminate the school-based learning materials developed, a dissemination seminar was organised for local primary schools. In addition, enhancement programs and inter-school contests were organised for students. For parents, parents’ workshops were held to enable parents to provide support for their children’s learning at home.

Project Achievements

During the project period, a resource package with 16 sets of learning and teaching materials was developed to demonstrate how students’ writing competence could be enhanced through the use of self-regulated read-to-write strategies, and e-learning tools or resources.